1. Diversity in the Classroom
Differentiated Instruction

2. By “every child” we mean every child- no exceptions
Reaching all Learners
Equal Opportunities
By “every child” we mean every child- no exceptions

3. Ethnomathematics in the Classroom
“Constructivism, inquiry learning, and ethnomathematics allow students to enter the learning process according to their ways of knowing, prior knowledge, and learning styles. Ethnomathematics also shows the relationship between mathematics and cultural anthropology.”
Saskatchewan Mathematics’ Curriculum
In Saskatchewan, many of our First
Nations and Métis students speak English as
their first language; however, this does not
mean that their culturally-based
understanding of a word is the same as the
meaning intended by the mathematics
curriculum. An example of this type of
dichotomy emerged through a discussion
with Dr. Edward Doolittle of the First
Nations University of Canada about grade
three students’ understanding of the word
“equal.” Researchers such as Faulkner, Levi,
and Carpenter (2002) have shed light on
how students believe that the equal sign
implies an action must occur rather than
representing the same amount of quantity.
Dr. Doolittle’s reflections on the word
“equal” brought forth a different dimension,
namely that for many First Nations and
Métis students, regardless of their first
language, equal does not imply “same
quantity,” but rather “fair” or “for the good
of the community” (personal
communication, January 1, 2009). This is
not an error in the students’ use of the word
equal, but what Atweh, Bleicher, & Cooper
(1998) would refer to as the “dialect” of
those students. Students who understand
through such a dialect need opportunities to
bring their personal understandings forward
and to create additional meanings for the
same word.
As Saskatchewan teachers embark upon
the implementation of the new mathematics
curricula, the incorporation of constructivist

4. A Problem-Based Classroom
Problems should have multiple entry points
Planned differentiate tasks
Small group instruction

5. Multiple Entry Points

6. N4.1 Demonstrate an understanding of whole numbers to (pictorially, physically, symbolically) by: • representing • describing • comparing two numbers • ordering three or more numbers.

7. Small Group Instruction

8. Your turn to share with each other
Your turn to share with each other. How did your lesson benefit ALL learners? Choose one person report to the full group a summation of your discussion.